Mental Development in Adolescence

Two decades ago the study of mental development possessed an
intriguing novelty which has long since passed to psyeho!ogieal problems
of more recent origin. The literature on this topic has, however,
continued to grow, and has now become so extensive and at many
points so difficult to interpret that no merely casual interest can be
expected to master it. The techniques of investigation have also undergone
a growth process, as new standards and requirements have
emerged. The noteworthy amount of attention which this problem still
receives is evidence of its importance and of its bearing upon many
aspects of psychological and educational research.

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